本文選題：大學(xué)生 + 自主管理�。� 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：高校管理工作中應(yīng)樹(shù)立人才培養(yǎng)的中心地位,大力培養(yǎng)品德良好、知識(shí)豐富、能力較高的高素質(zhì)專(zhuān)業(yè)人才與創(chuàng)新人才。大學(xué)本身是社會(huì)大系統(tǒng)中的一個(gè)子系統(tǒng),它與社會(huì)這個(gè)大系統(tǒng)及其他子系統(tǒng)之間存在著相互影響與相互制約的必然聯(lián)系,高校管理應(yīng)保持理性的態(tài)度不能簡(jiǎn)單移植或者照搬西方管理經(jīng)驗(yàn),大學(xué)的管理應(yīng)根據(jù)當(dāng)前社會(huì)環(huán)境情況結(jié)合學(xué)校的教學(xué)環(huán)境與師資力量管理。中國(guó)大學(xué)組織體系中,教師與學(xué)生之間早已形成“管理”與“被管理”范式。推進(jìn)學(xué)生由“被動(dòng)治理”到“主動(dòng)治理”是班級(jí)管理的目標(biāo)。國(guó)家教育發(fā)展綱要要求大學(xué)生應(yīng)具有自我負(fù)責(zé)的意識(shí),并帶著批判精神風(fēng)格去學(xué)習(xí)與生活。班級(jí)管理主體是學(xué)生,學(xué)生是一個(gè)個(gè)體,組成這些個(gè)體的單位是班級(jí),大學(xué)管理的重中之重是班級(jí)管理。班級(jí)自主管理有利于豐富教育學(xué)相關(guān)的管理理論,同時(shí)也符合當(dāng)前的社會(huì)形式與國(guó)際要求。本研究是對(duì)14級(jí)小教A班個(gè)案研究,研發(fā)方法主要運(yùn)用文獻(xiàn)分析法、問(wèn)卷調(diào)查法、個(gè)別訪談法等對(duì)班級(jí)自主管理情況進(jìn)行研究。研究?jī)?nèi)容主要從學(xué)生的生活自主管理與學(xué)習(xí)的自主管理情況進(jìn)行研究。研究結(jié)果發(fā)現(xiàn):第一、評(píng)價(jià)內(nèi)容應(yīng)多樣性,而班級(jí)自主管理存在班主任評(píng)價(jià)標(biāo)準(zhǔn)主要通過(guò)學(xué)科量化的成績(jī)來(lái)評(píng)價(jià)學(xué)生;第二、目標(biāo)管理應(yīng)有始有終,而班級(jí)調(diào)查發(fā)現(xiàn)班級(jí)中只存在預(yù)設(shè)目標(biāo)階段而沒(méi)有完整的目標(biāo)設(shè)置,以及包括學(xué)生反映目標(biāo)管理中班主任缺失,最后對(duì)目標(biāo)的自主管理總結(jié)與評(píng)價(jià)缺失;第三、班級(jí)自主管理中學(xué)生參與度不高,班級(jí)沿用學(xué)校規(guī)章制度,學(xué)生沒(méi)有參與到班級(jí)生活管理中去;第四、學(xué)生全面性發(fā)展需要全面學(xué)習(xí),調(diào)查發(fā)現(xiàn)只重視學(xué)科成績(jī),導(dǎo)致學(xué)科外的學(xué)習(xí)情況不理想。研究分析:根據(jù)研究發(fā)現(xiàn)的問(wèn)題結(jié)合研究資料從社會(huì)、學(xué)校、班主任、學(xué)生四個(gè)方面分析。社會(huì)因素:應(yīng)試教育大環(huán)境導(dǎo)致評(píng)價(jià)以單一學(xué)科成績(jī)?cè)u(píng)價(jià)學(xué)生,整個(gè)社會(huì)教育觀影響下家長(zhǎng)對(duì)教育投入導(dǎo)致學(xué)生自動(dòng)參與管理度不高。學(xué)校因素:學(xué)校管理理念沒(méi)有及時(shí)更新,未對(duì)各自班級(jí)自主管有嚴(yán)格要求導(dǎo)致班級(jí)學(xué)生自主管理參與度不高。班主任因素:班主任的管理理論未及時(shí)更新導(dǎo)致學(xué)生班級(jí)參與度不高,班主任自身素養(yǎng)提升意識(shí)不強(qiáng)導(dǎo)致只注重學(xué)科成績(jī),忽視全面發(fā)展。學(xué)生因素:學(xué)生自我管理意識(shí)淡薄導(dǎo)致目標(biāo)管理只停留在預(yù)設(shè)目標(biāo)階段,學(xué)生個(gè)體差異性導(dǎo)致目標(biāo)管理實(shí)現(xiàn)難。研究對(duì)策:根據(jù)多元智能理論對(duì)評(píng)價(jià)內(nèi)容單一提出解決方法;根據(jù)目標(biāo)管理理論對(duì)目標(biāo)只停留在預(yù)設(shè)目標(biāo)階段以及班級(jí)學(xué)生參與度不高給出解決方案;根據(jù)組織文化理論對(duì)只注重學(xué)科成績(jī)給出解決方案。
[Abstract]:In the management work of colleges and universities, we should set up the central position of talent training, and vigorously cultivate high-quality professional talents and innovative talents with good moral character, rich knowledge and high ability. The university itself is a subsystem of the large social system, and there is an inevitable relationship between it and this large social system and other subsystems which influence and restrict each other. The management of colleges and universities should not simply transplant or copy the western management experience, and the management of universities should be combined with the teaching environment and the management of teachers according to the current social environment. In the organizational system of Chinese universities, the paradigm of "management" and "managed" has been formed between teachers and students. Promoting students from passive governance to active governance is the goal of class management. The national education development program requires college students to have a sense of self-responsibility and to study and live with a critical spiritual style. The main body of class management is the student, the student is an individual, the unit that makes up these individual is the class, the most important thing of the university management is the class management. Autonomous class management is beneficial to enrich the management theory of pedagogy and meet the current social and international requirements. This study is a case study of Class A of Grade 14 Primary School. The research and development methods mainly use literature analysis method, questionnaire method, individual interview method to study the situation of class autonomy management. The content of the research is mainly from the students' living autonomous management and learning autonomous management. The results show that: first, the content of evaluation should be diverse, and the evaluation standard of class teacher in class independent management should be evaluated mainly through the quantitative achievement of the subject; second, the objective management should have the beginning and the end. The class survey found that there is only a preset goal stage and no complete goal setting in the class, including students reflecting the absence of the head teacher in the goal management, and finally the lack of summary and evaluation of the goal independent management. Third, The participation of middle school students in the independent management of classes is not high, the classes follow the school rules and regulations, and the students do not participate in the management of class life. Fourthly, the comprehensive development of the students requires comprehensive study. The investigation found that only the academic achievements were attached importance to. The result is that the learning situation outside the subject is not ideal. Research and analysis: according to the problems found in the study combined with research data from the social, school, class teacher, students four aspects of analysis. Social factors: the general environment of examination-oriented education leads to the evaluation of students with the result of a single subject, and under the influence of the whole view of social education, parents' input in education leads to a low degree of students' automatic participation in management. School factors: the school management concept is not updated in time, and the lack of strict requirements for their own class management leads to a low degree of participation in the independent management of class students. The factors of class teacher: the failure to update the management theory of the teacher in charge of the class leads to the low level of class participation and the lack of awareness of promoting the teacher's own accomplishment, which results in only paying attention to the academic achievements and neglecting the overall development. Student factor: the weak consciousness of students' self-management leads to the goal management only staying in the preset stage, and the students' individual difference leads to the difficulty of the realization of the goal management. Research countermeasures: according to the theory of multiple intelligences to the evaluation content single solution, according to the goal management theory to the goal only stays in the preset goal stage and the class student participation degree is not high gives the solution; According to the theory of organizational culture, a solution is given to focus only on subject achievement.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G645.1

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本文編號(hào)：1919884